Literacy Lessons Gone Digital: Pre-Service Teachers' Uptake of Technology in a Literacy Course

Teacher Self-Efficacy and Technology Use

The reluctance that the PSTs expressed for incorporating technology into their demonstration lessons in the present research is unsurprising. Researchers such as Kay (2006) and Swain (2006) have voiced concerns that PSTs do not receive enough preparation to use technology effectively in their classrooms. Furthermore, PSTs lack of training leads to a lack of confidence in their ability to use technology successfully.

As defined by Bandura (1977), self-efficacy is “the conviction that one can successfully execute the behavior required to produce [certain] outcomes” (p. 193). Teachers who have self-efficacy believe in their ability to plan instruction and accomplish their instructional objectives (Gavora, 2010). High self-efficacy increases teachers’ willingness to use innovative instructional techniques and try new teaching methods. Research into the impact of self-efficacy on teachers’ technology use indicates that when teachers and PSTs see themselves as proficient users of technology, they are more willing to incorporate technology into their lessons (Anderson, Groulx, & Maninger, 2011; Kwon, 2019; Jeung, 2014; Joo, Park, Lim, 2018).